After reviewing the information using multiple literacies, students had to
write and submit a blog post answering three important inquiry and
Through their blog posts, students were required to correctly use
vocabulary and discuss their new understanding about the different
types of energy. Students responded to the blog postings of their peers.
Teachers also responded to blog postings and were able to make
formative assessments to guide further learning. These postings brought
students together as a team and helped them learn that being a scientist
and an engineer is a collaborative effort - an essential 21st Century Skill
necessary for success.
The next day at school, students
designed a prototype using the
same energy demonstrated
during their blog inquiries.
Students used maker materials to
build their actual prototype.
While students were building
their prototypes we observed
some interesting findings. At first
students were focused mostly on
the final product. Aesthetics
were valued by students over the
function of their prototype. After
having to take apart a “pleasing
to the eye prototype” that did not work, in order to reuse the materials
for their improved design, students started learning the importance of
the PYP Exhibition phrase “The process is more important than the
“ I was mad when my prototype didn’t work.
But I learned to keep trying new ways to
solve my problems.” (5th Grade Maker)